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The lived experience of students in their interaction with ChatGPT is underexplored. We conducted qualitative, semi-structured interviews with management students, who recently graduated, to explore their lived experiences and perceptions of using ChatGPT during their studies. Insights gained from the thematic analysis indicate positive perceptions of individual use of ChatGPT. Perceptions were mixed in relation to peers' use of ChatGPT, especially during group work, where members' "inappropriate" use of ChatGPT can lead to academic misconduct affecting all group members. Three themes emerged from our analysis: immediacy, equity, and integrity. The use of ChatGPT is driven by its immediate reassurance and validation properties, and for its potential to augment performance and creativity. Participants expressed concerns regarding equitable access to software and the risk of devaluing future degrees in the eyes of employers. Integrity was seen and articulated as problematic in the absence of institutional transparency and clear policy. These findings inform our discussion and recommendations – for the use of ChatGPT by students; for learning and teaching at module and programme level; and for policy development. The study contributes to the growing body of literature related to ChatGPT in higher education and emphasises the need to focus on student voice first.
Holland et al. (Mon,) studied this question.
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